Aulas vivas y fotografía: las posibilidades para imaginar otros mundos posibles

Abstract

This text is inscribed in the field of environmental wetlands, and its purpose is to unveil the potential of intersections between wetlands —as living classrooms—, environmental education, and photography, and their possibilities on the task of imagining livable futures, in the midst of a crisis. This pedagogical experience happened in 2018, in the Tibanica wetland, located in Bogotá, Colombia. This article addresses the concept of a living classroom as learning environment, which comes from postulates of the anthropologist Tim Ingold, especially on his notions of environment, perception, and attentionalism. Photography is proposed as an artistic exploratory practice that recognizes the subject in its different constructions of meaning, and its ability to relate with others. This practice recognizes the possibilities of perceiving and inhabiting the world in a different way, than the traditional educational practices with which we have apprehended the world. Methodologically speaking, this experience was an exercise of participant observation, within the framework of the ethnographic method and it was developed in the author’s research for a Master’s degree in Anthropology. As a result, reflections, and observations are offered on how photography contributes to the experimentation of living classrooms, and an ethical pedagogy between humans and non-humans.